Why Teach?
• “Because teaching will slow you down, teach as little as possible” - Getting what you came for, Robert Peters
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Why Teach?
• “Because teaching will slow you down, teach as little as possible” - Getting what you came for, Robert Peters
2
Why Teach?
• “Because teaching will slow you down, teach as little as possible” - Getting what you came for, Robert Peters
2
Why Teach?
• “Because teaching will slow you down, teach as little as possible” - Getting what you came for, Robert Peters
2
Why Teach?
• “The task of the teacher, who is also a learner, is both joyful and rigorous. ... It is impossible to teach without the courage to love” - Teachers as Cultural Workers, Paulo Freire
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Principles of Learning:
• Students need to feel comfortable in the classroom in order for them to participate in the learning process (making mistakes only makes them grow)
• Students build on prior knowledge
• Students need effective organizing schemes
• They need frequent practice and timely, constructive feedback in the way that works for them
• Multiple representations enhances learning for all learners
• Understanding the different learning styles can enrich the students’ learning experience
Multiple representations enhances learning for all learners
Erin Kraal, 2005
Learning Styles:Type of information preferred
Intuitive: memories, ideas, models
(35%)
Sensory: sights, sounds, physical
sensations, data (65%)
Erin Kraal, 2005
Learning Styles:Sensory information
Visual: pictures,
diagrams, graphs,
demonstrations, field
trips (80%)
Verbal: sounds, written and
spoken words, formulas (20%)
Erin Kraal, 2005
Learning Styles:Information Processing
Actively: through engagement or
physical activity (60%)
Reflectively: through introspection
(40%)
Erin Kraal, 2005
Learning Styles:Student progression toward understanding
Globally: in large jumps,
holistically (40%)
Sequentially: logical progression
of small, incremental steps (60%)
+ + =
Erin Kraal, 2005
Learning Styles Summary:
• Each student will learn slightly differently from each other (and from you!)
• An individual student may prefer one style over another at different times/subjects/levels
• Students come from so many different (cultural, educational, religious, etc) backgrounds which influence their learning style differences.
• Working in MULTIPLE approaches helps ALL students.
Ideally, everyone learns
• The class members achieve your objectives for
their learning.
• You learn about their learning process and the
effectiveness of your strategy and tactics.
• You learn about what the faculty member is trying
to do (about teaching).
• The faculty member learns about the students and
is renewed by your questions.
[William Ladusaw]
My (Idealist) Advice
• Ask questions of the faculty
What are they trying to do?
Why that? How?
• Observe the students in the class
As individuals in a context,
not as a mass of students.
• Observe yourself
How are you responding?
What are you learning?
[William Ladusaw]
My (Realist) Advice
• Negotiate an effective relationship with the faculty
member.
• Negotiate an effective relationship with the class
members.
• Establish a balance between the rewards you
derive from the experience and your other goals,
expectations, and obligations.
[William Ladusaw]
Effective Education:
• The class’ foundation:
– What are students learning?
– Why should they learn about this?
• The class’ frame:
– How is information structured/organized?
– How are students being evaluated?
• The rest:
– What learning styles are used to present the information?
– How are students engaged?